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FEAP
The Florida Educator Accomplished Practices are techniques implemented by teachers to ensure classroom success for all students. When implemented, students respond positively and thrive. The professional practices include assessment, communication, continuous improvement, critical thinking, diversity, ethics, human development and learning, and knowledge of subject matter.
The first professional practice is assessment. In order for a teacher to be professional, he/she must continually assess the student's progress in all developmental areas, not only academics but also behavior and social skills. Ways to implement this practice area in the classroom include recognizing a student's readiness to learn (this is especially important in the younger grades) and recognizing potentially disruptive students. As learned in the Psychological Foundation in Education course, more assessments are conducted through observation than on paper and all assessments should be journaled to ensure a proper follow-up when necessary.
Communication is the next professional...
This practice is achieved by running a professional but friendly classroom that remains on task and focused. For exceptional students, this environment is especially important in order to ensure all children are taught and challenged at their learning level.
Continuous improvement means strengthening ones own teaching practices through self-reflection and continued education. For continuous improvement to be properly implemented teachers should accepted and embrace change, making the most of every learning opportunity to further their student's educational experience. One such area where this is crucial is in classroom development. While many teachers are creative, it helps to have the feedback of others to make the classroom outstanding.
Critical or higher level thinking is the goal of every teacher, as is taught in the Curriculum and Special Material for Exceptional Students course. It is a teacher's greatest challenge to get their students thinking outside of the box, and to do so requires using multiple techniques and creative ways of…
Chipola College. The Florida Educator Accomplished Practices (FEAP), Outcomes and Corresponding Courses. Retrieved January 30, 2012. http://www.chipola.edu/sacs07/FEAP%20Assessment%20Tasks.pdf
Florida Department of Education Bureau of Educator Recruitment, Development and Retention. Educator Accomplished Practices. Retrieved January 30, 2012. http://www.fldoe.org/dpe/publications/professional4-99.pdf
Portland State University. Graduate Teacher Education Program (GTEP). Retrieved January 30, 2012. http://www.pdx.edu/ci/gtep
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Rather than using a basic recitation technique in which a teacher poses a problem and one student offers a reply, Think-Pair-Share supports a high extent of student response and can help keep students on task., on condition that "think time" boosts quality of student responses. Students become energetically involved in thinking about the thoughts presented in the lesson. Research tells us that we require time to psychologically "chew over" fresh
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ELL Instructional Strategies ©2003-2009 Instructional Strategies for ELL Classrooms ELL INSTRUCTIONAL STRATEGIES Instructional Strategies for ELL Classrooms Instructional Strategies for ELL Classrooms According to Echevarria et al. (2005), "Each year, the United States becomes more ethnically and linguistically diverse, with more than 90% of recent immigrants coming from non-English speaking countries." The dramatic influx of English language learners has led to changes in instructional practices within classrooms and to changes in how ELL instruction is delivered
The field of education has experienced significant reforms in the past decade because of the need for a standards-based, accountability-centered, and systematically-integrated approach for enhancing the quality and outcomes of learning (Porter & Smithson, 2001). As a result of these reforms and need, policymakers, researchers and other relevant stakeholders in this field have become interested in examining the curriculum delivered to students. This interest has primarily focused on the link
Specialized Instructional Strategies for Teaching Reading The objective of this study is to examine two studies relating to development of literacy in preschoolers in view of the National Reading Project. Toward this end this study will examine the work of the National Early Literacy Panel (2008) and the work of Vossenkuhl (2010) both of which report studies involving literacy learning in preschool students. Study Reported By the National Early Literacy Panel